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Garner Philippe
Design
Taschen. 2003. In-4. Relié. Bon état, Coins frottés, Dos satisfaisant, Intérieur frais. 176 pages. Texte en anglais, allemand, français. Couverture souple. Nombreuses photos et illustrations en noir et blanc et en couleurs, in et hors texte. Rares rousseurs.. . . . Classification Dewey : 740-Dessin, arts décoratifs et mineurs
Reference : RO60149939
ISBN : 3822829374
Classification Dewey : 740-Dessin, arts décoratifs et mineurs
Bookseller's contact details
Le-livre.fr / Le Village du Livre
ZI de Laubardemont
33910 Sablons
France
05 57 411 411
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Sale conditions
Les ouvrages sont expédiés à réception du règlement, les cartes bleues, chèques , virements bancaires et mandats cash sont acceptés. Les frais de port pour la France métropolitaine sont forfaitaire : 6 euros pour le premier livre , 2 euros par livre supplémentaire , à partir de 49.50 euros les frais d'envoi sont de 8€ pour le premier livre et 2€ par livre supplémentaire . Pour le reste du monde, un forfait, selon le nombre d'ouvrages commandés sera appliqué. Tous nos envois sont effectués en courrier ou Colissimo suivi quotidiennement.
5 book(s) with the same title
Package design of contemporary Japan -
Tokyo : Japan package design association, 1971 - un volume cartonné et imprimé sous jaquette illustrée en couleurs, 196 (54) pages 273 reproductions photographiques en couleurs - très bon état - texte en anglais et en japonais -
Tous nos livres sont visibles sur notre site : https://www.livrepoesie.com/
PININFARINA (Battista et Sergio). BERTONE (Giuseppe et Giovanni). GIUGIARO (Giorgetto). GANDINI (Marcello). MICHELOTTI (Giovanni).
Reference : 46635
Carton d'invitation + dossier de presse complet de l’exposition Design automobile, Les maîtres de la carrosserie italienne au Centre de création industrielle du Centre Georges Pompidou à Paris du 1er février au 30 avril 1990.
Dossier de presse sous chemise imprimée comportant une luxueuse brochure agrafée (21x30cm) de 32 pages en couleurs + carton d'invitation (21x15cm) en quatre volets + 15 pages de dossier de presse imprimées au recto seul + numéro spécial de l'hebdomadaire Le Point: 20 pages illustrées en couleurs autour de l’exposition et du design italien. Ensemble en très bon état.
La première partie de l’exposition, chronologique, retrace l’évolution de la carrosserie italienne de la deuxième moitié du XIXe siècle à nos jours. La deuxième partie de l’exposition, monographique, est consacrée aux quatre protagonistes de la carrosserie italienne : Pininfarina, Bertone, Giugiaro et Michelotti, qui ont collaboré avec les principales firmes européennes. Les douze prototypes ont été exposés, tous des pièces uniques. Tous nos livres sont visibles sur notre site : https://www.livrepoesie.com/
Biedermeier. De l'artisanat au design. Vienne et Prague 1815-1830.
Paris : Musée du Louvre / Nicolas Chaudun, 2007. Catalogue de l'exposition présentée à Paris d'octobre 2007 à janvier 2008 au musée du Louvre. Un volume broché 28x21cm 199 pages illustrées de 122 reprodutions en couleurs de mobilier, dessins, tissus, argenteries, verre, aquarelles... Très bon état.
Tous nos livres sont visibles sur notre site : https://www.livrepoesie.com/
Design, Design, Design, Design, Design the Poor
, Notice Notice, 2012 Paperback, 108 pages, ENG, 210 x 155 x 10 mm, front and backside have been wet in the past, rest of the book is as New, images in colour /b/w. ISBN 9780615694986.
Notice Notice, 2012. Design, Design, Design, Design, Design the Poor. The book presented the literal interpretation of seemingly innocuous communications as a source of truth, lessons in value along the silk road, architecture against poor women, Robin Hood appropriation, respect to the ghosts we walk all over every day in our developing cities, listening to the radio, and resurrection. Contributions from Peter Fend, Jana Leo, Temporary Services, Shillz da Realz, Jill Freedman, Chris Leo, Michèle Champagne, David N. Hartt, Freeman House.
Blocks on the Road to Instructional Design Prescriptions. A Methodology for I.D.-Research Exemplified.
Leuven, Universitaire Pers, 1995 Paperback, English, original editor's jacket, 16x24 cm., xii-274 pp. ISBN 9789061867081.
Studia Paedagogica : 8. The development of instructional design as a linking science and, more specifically, the formulation of theoretically sound, empirically valid, and applicable prescriptions may contribute to bridge the gap between theory and practice. In this study, a heuristic approach is proposed that conceptualizes the steps involved in prescriptive research. It is assumed that prescriptions are tight to learning or cognitive tasks, which represent instructional problems in a specific instructional setting. Furthermore, it is argued that prescriptions are to be embedded in an overarching framework. This framework determines the meaning of the prescriptions, restricts their applicability, and may guarantee their mutual compatibility. I.D.-models have been argued to offer such frameworks. The first step of the proposed approach, then, consists of the construction of an I.D.-model. In a second step, this model is elaborated in order to tune it to the learning or cognitive tasks for which prescriptions will be formulated. An analysis of both the available research embedded in the descriptive knowledge base and the specifications of the referent system, results in a number of problem detection- and prediction-rules. These rules provide indications on problems learners may encounter in their efforts to execute the selected task, or link learner characteristics and instructional interventions to learning outcomes. The last step consists of the validation of the prespecified rules in an ecological setting. This empirical validation may lead to prescriptions which applicability is restricted to the settings specified in the referent system. The approach above is followed as an exemplar of prescriptive I.D.-research. A definition of instructional design is provided and five structural components (descriptive knowledge base, referent system, design parameters, design procedures, and design/development processes) of I.D.-models are identified. An analysis of the influence of cognitive research outcomes on instructional design and the elaboration of the approach for prescriptive instructional design research (Chapter 1), precedes the construction of a cognitive oriented instructional design model (C.I.D.-model). The model is completed by outlining design/development processes and the features of some design procedures (Chapter 2). The model gets further elaborated by taking the referent system more fully into account and specifying the model toward a specific cognitive task: determining importance of information-elements in printed instructional materials (Chapter 3). Considering the outcomes of descriptive research about the influence of both learner and text characteristics on both learning from text and text comprehension, an empirical validation study is presented (Chapter 4). Arguing that descriptive research outcomes cannot be directly transformed into prescriptions, but can help to detect problems students eperience and may suggest possible solutions, problem detection- and prediction-rules are identified. Application of problem detection- and prediction-rules leads to the implementation of three types of interventions or support devices: printing important information bold, integrating important information elements in summaries, and restructuring the text. Results (Chapter 5) indicate that (1) overall, students determine importance by applying a 'safety'-strategy; (2) interventions do not lead to improved performance on determining importance or learning outcomes tests, and (3) content prior knowledge influences performance on learning outcomes tests. Overall, no valid prescriptions can be formulated. The overall non-significant results may be due to a variety of reasons. Retrospective interviews suggest that the results may be explained by the non-use or inappropriate function-attribution of instructional interventions by students. This study does not result in valid prescriptions. In addition, questions are to be raised about the C.I.D.-model and, more specifically, the selection of learner-related design parameters. However, these conclusions pertain only to the hypothesis-testing part of the study and do not consider contributions made with regard to the development of cognitive instructional design, and, more methodologically, the explorative aspects of this prescriptive study.
